https://www.youtube.com/watch?v=zN3HeeK5d3c Gagne style 
Strategies for Instruction
How do we teach it?
Stages to Learning
 Acquisition
 Fluency
 Maintenance
 Generalization
Activities That Teach?
 What are some of the different things your
coaches/teachers/parents have done to
teach you something?
Remember
 Instructional strategies have 2 distinct
purposes for the task at hand.
1.
2.
They give information and provide
assistance.
They also give feedback and reinforcement.
BEYOND INCIDENTAL/
SPONTANEOUS LEARNING
Planned Learning
Lesson design
Examples
 What it can look like.
 https://www.youtube.com/watch?v=2yZdX
OtUPhI carlton’s dance
Gagne #1
Attention Grabbers
Gagne #2
3 PART OBJECTIVES
Determine the ‘CONDITION’
Coach to the Natural Cue
-the factor that tells us to initiate the skill in
the natural setting
Ex.
How will you know when to wash your hands?
- they are dirty
- you are going to eat
- you are finished going to the
bathroom
Determine the ‘STANDARD’
 What is the realistic end goal for the
learning?

Complete task:
• Independently
• With verbal/visual/gesture prompt

How can you be confident they have learned
the goal?
• Passing grade on a test?
• Time it takes to complete the task?
• Consecutive days they perform the task?
Gagne #3
PRIOR LEARNING
 Making connections to previous learning
knowledge
Cognitively sets learning - Frontloads learning
 Assists in memory – storage and retrieval
 Assists in transfer and generalization

 Activities – ask questions, quiz, review,
video, summary
Gagne #4
PRESENTING THE CONTENT –
TEACHING STRATEGIES
Parallel talk
Before any formal teaching ever begins, talk
about the task.
Demonstration
Model the task, allow the individual to
observe you.
Demonstration can be done in different
ways:
1. The instructor demonstrates.
2. The learner can watch another person.
3. The instructor can physically guide the
learner through the task.
Task Analysis and Chaining
 Breaking down the task to learnable
chunks
 Total task
 Forward
 Backward
Chalk and Talk
 Coach has the information, and the coach
presents the information to the learner.
Lecture
 PPT
 Notes/handouts
 worksheets

Single Pieces of Learning
 This learning requires a single or discrete
response.
 Often used to teach cognitive tasks.
 Several methods:
Match to sample
 Oddity
 Simple discrimination
 Paired associations

Experimenting
 Allowing the individual to discover what
works best
1. state the problem or question
 2. experiment – try 2 or 3 solutions
 3. choose the best one

Trial and error
https://www.youtube.com/watch?v=Lf_a9-nXwuY
protecting an egg
Experimenting
 Functional applications?
Problem Solving
 Helping the individual/groups solve their
own problems – informed decision
making
1. explain the problem
 2. what are possible solutions
 3. discuss what to do next and commit to an
action
 4. review results

Problem Solving
 Functional applications?
Role Rehearsal
 Practice of social skills
1. define the issue
 2. coach models behaviour
 3. learner models behaviour
OR
1.
Determine the issue
2.
Exaggerate the undesirable approach
3.
Learner demonstrates the desired approach

Stories – different then social stories
 Presents a situation in such a way
that clients can gain understanding.
1.
2.
3.
Develop relevant story
Present the story
Ask questions or problem solve
solutions with the client
Games
 A type of instruction that integrates
the focal concepts in an activity.
 More in Lab

https://www.youtube.com/watch?v=WforXEBMm5k computer science
Gagne #5
GUIDANCE
Supervised Practice
 Helping them remember – scaffolding
• Tips and tricks
• Work sheets
• Case study/examples
• Mnemonics
• Concept maps/ graphic organizers
• Role play

https://www.youtube.com/watch?feature=player_embedded&v=1ZDbsA_L464 touch and go
game of birds
Prompting
Is where you give assistance to learn a
new task.
Gagne #6
PRACTICE BUILDS
CONFIDENCE
Unsupervised Practice
Instructional Aids
 They are supplementary training
devices/activities.
 They support and reinforce the learning of
a task/skill.
 More in Lab
Why use them?
 Provide the learner with opportunities to
discover, do, see and/or hear
 Offers learners practice and application
 Can help solve language barriers
 Assists learners in remembering important
information
 Gain and hold learners' attention
 To clarify and aid generalization of concepts
Things to Remember
 Must be practical
Portable, durable and safe
 Easy to use
 Should not require a lot of trainer support

 Aid in increasing the learner's attention
on the task

The aid should appeal to the learner but
not distract the learner
 Clearly connected to lesson objective
Gagne #7
FEEDBACK
Reinforcement
 Be specific
 Immediate work to
delayed
 Praise is always ok
 Fade out tangibles
Correction
 Give what is needed –
not more
 Immediate
 Encourage
 Praise some aspect of
the task
Gagne #8
ASSESSING LEARNING
 An evaluation tool that reflects the learning
and your objective (standard)
Test/quiz on content
 Data collection chart
 Case study/scenario
 Performance of skill

• Rubric
Gagne #9
RETENTION AND TRANSFER
 Maintaining the knowledge

Identify ongoing practice
 Applying knowledge to new situations
New examples
 Case studies
 Student critiques
 Teach another

*special note
 #4,5,6,8 Strategies under each can be
interchanged and used throughout the
lesson
 example: safely crossing the street
 #4 – story
 #5 – role play
 #6 – problem solve a situation activity
 #8 – matching game
 * goal is to have an active lesson
Another way to look at lesson planning
Introduction
Content
Assessment
• 1 – gain attention
• 2 - objective
• 3 – prior learning
• 4 – present content
• 5 – provide learning guidance
• 6 – provide learning activities (practice)
• 7 – provide feedback
• 8 – assess performance
• 9 – enhance retention and transfer
Summary
One more 

https://www.youtube.com/watch?v=8-cmd0lGqro
Review
 Gagné's Nine Events of Instruction -
YouTube